Acquisition and Transfer of Spatial Knowledge During Wayfinding
Acquisition and Transfer of Spatial Knowledge During Wayfinding
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DOI：
10.1037/xlm0000654
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发表时间：
2019-08-01
影响因子：
2.6
通讯作者：
Klippel, Alexander
中科院分区：
文献类型：
--
作者：
He, Qiliang;McNamara, Timothy P.;Klippel, Alexander
在目前的研究中，我们调查的方式生病的收购和转让的空间知识的影响（a）的空间关系的类型主要经历在学习过程中（由走道与直线路径位置之间的路径）;（B）环境的复杂性;（c）的可用性旋转体为基础的信息。参与者通过反复搜索位于I栋建筑物中的目标店面来学习虚拟购物中心的布局。我们创造了两种新颖的学习条件，鼓励参与者使用路线知识（建筑物之间的人行道上的路径）或调查知识（从店面到店面的直线距离和方向）来寻找目标，并测量了两种学习条件下路线和调查知识的发展。通过改变建筑物与围墙的对齐方式以及空间内的可见度来操纵环境的复杂性。通过让参与者在计算机显示器前或使用头戴式显示器进行实验，可以操纵基于身体的信息。在导航之后，参与者从固定的位置和方向指向各种店面。结果表明，在不同复杂程度的环境中，常用的空间知识可以得到相似的发展。但在复杂的环境中，很少使用的空间知识却很少得到发展。此外。旋转体信息在一定条件下促进空间学习。我们的研究结果表明，路径整合可能在空间知识转移中发挥重要作用，无论是从路线到调查知识（认知地图构建），还是从调查到路线知识（使用认知地图指导寻路）。
In the current study, we investigated the ways ill which the acquisition and transfer of spatial knowledge were affected by (a) the type of spatial relations predominately experienced during learning (routes determined by walkways vs. straight-line paths between locations); (b) environmental complexity; and (c) the availability of rotational body-based information. Participants learned the layout of a virtual shopping mall by repeatedly searching for target storefronts located in I of the buildings. We created 2 novel learning conditions to encourage participants to use either route knowledge (paths on walkways between buildings) or survey knowledge (straight-line distances and directions from storefront to storefront) to find the target, and measured the development of route and survey knowledge in both learning conditions. Environmental complexity was manipulated by varying the alignment of the buildings with the enclosure, and the visibility within space. Body-based information was manipulated by having participants perform the experiment in front of a computer monitor or using a head-mounted display. After navigation, participants pointed to various storefronts from a fixed position and orientation. Results showed that the frequently used spatial knowledge could be developed similarly across environments with different complexities. but the infrequently used spatial knowledge was less developed in the complex environment. Furthermore. rotational body-based information facilitated spatial learning under certain conditions. Our results suggest that path integration may play an important role in spatial knowledge transfer, both from route to survey knowledge (cognitive map construction), and from survey to route knowledge (using cognitive map to guide wayfinding).